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Table of ContentsHEEDING THE VOICES OF CONSUMERS by M. Christine DeVita 7EXECUTIVE SUMMARY 9FINDING ONE: What Kids Do When They’re Not in School 15FINDING TWO: No Particular Place to Go 20FINDING THREE: The Haves and the Have-Nots 24FINDING FOUR: More Time on Task? 29FINDING FIVE: Where Parents and Kids Differ 33AFTERWORD by Ruth A. Wooden 37ENDNOTES 39METHODOLOGY 40COMPLETE SURVEY RESULTS FOR STUDENTS 41COMPLETE SURVEY RESULTS FOR PARENTS 48RELATED PUBLICATIONS 55

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Heeding the Voices of ConsumersBy M. Christine DeVita, President, The Wallace Foundation When we decided to commission this report by Public Agenda, we did so because we were struck that in the national debate over how best to help children make the most of their out-of-school time, the voices of parents and children—the consumers—were notably absent. The Wallace Foundation’s own work in promoting out-of-school learning is premised on the conviction that access to high quality out-of-school learning experiences that actively engage participants is of paramount importance if this nation is to open the doors of lifelong opportunity to all children, regardless of their circumstances. But how can public and private funders, policy makers and providers ever hope to define or accurately assess “quality” or “participation” in out-of-school learning without a clearer fix on what the consumers themselves say they need and prefer? More fundamentally: isn’t it perilous to overlook their voices in a sector of learning where, unlike schools, kids can—and do—vote with their feet?For the first time, these national surveys of parents and of middle- and high-school aged children systematically present thesemissing voices. What they have to say is, at turns, reassuring and alarming, predictable and surprising.Those who think, for example, that most kids just want to hang out aimlessly after the school bell rings, or sit in front of acomputer screen, will find some reassurance that more than 8 of 10 recognize the value of supervised out-of-school-time activitiesand realize they’re worse off when they’re not participating. Weary parents will find it heartening that 89 percent of the youngpeople surveyed admit that, “even though I might complain about it, sometimes I need to be pushed by my parents to do thingsthat are good for me.”The findings also suggest that not only does the content of these programs matter to parents but also the quality and whetheror not they pique their children’s interest. And when asked what they want from out-of-school-time programs, almost half ofparents cited “teaching the value of hard work and commitment.”But the report also provides stark evidence of the inequities in opportunities for kids to participate in quality out-of-school-time activities and programs. Indeed, readers will find here a tale of two kinds of American families.Poorer families and those from minority backgrounds are far more dissatisfied with the availability and quality of programoptions beyond the school day and are far likelier to want more academic help for their kids. Majorities believe their kids aregetting shortchanged in their out-of-school opportunities. More well off families, by contrast, indicate dramatically highersatisfaction with their after-school options and a good deal less interest or concern over whether those options stress academics.There is some common ground. At a time when the policy debate about out-of-school learning has been polarized between thosesaying academics should come first, and those who urge enrichment, the report suggests that both parents and their childrenwant meaningful, challenging activities that, in the long run, help kids become informed, satisfied and productive citizens.If there’s a single most important finding in this valuable report, it’s that we need to listen more closely to these different voicesas we continue to debate the future of after-school programs and where and how to invest scarce public and private resources.What they’re telling us, loud and clear, is that one size doesn’t fit all. ALL WORK AND NO PLAY? 7

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Executive SummaryThere is compelling evidence that organized, structuredactivities during the out-of-school hours play a valuable anda highly valued role in the lives of our nation’s young people,but low-income and minority families are far more likely tobe dissatisfied with the quality, affordability and availabilityof options in their communities.These are just two among many important findings in AllWork and No Play? Listening to What Kids and Parents ReallyWant from Out-of-School Time, a joint project of The WallaceFoundation and Public Agenda that explores how young peoplespend time when they’re not in school and what youngstersand their parents want from out-of-school-time activities. Thestudy is based primarily on two national random sample surveysconducted in June 2004, one with 609 middle and high school FINDING 1: What Kids Do When They’re Not in Schoolstudents and another with 1,003 parents of school-age children. Whether it’s sports or the arts or a church group or homework help, organized activities and programs in out-of-school timeOne refreshing feature of All Work and No Play? is its exami- play a valuable and a highly valued role in the lives of thenation of the views of students and parents—two important nation’s youth. The vast majority of young people believeconstituencies rarely heard from in the policy debate surrounding that kids are better off when their plates are full and theyout-of-school time. What are the people who actually use out- don’t have too much time to just hang out. What’s more,of-school activities and programs really looking for? Just how youngsters who participate in out-of-school activities givemuch do parents and students rely on out-of-school-time them high ratings for being fun and educational and beingopportunities to enhance academic learning? To what extent good places to make friends. Still, nearly 3 in 10 say they areare they looking for socialization, playtime or merely a home alone after school at least three days a week, whileplace with adult supervision? Since participation is purely by about 1 in 5 complain their schedules are too hectic.choice, knowing what drives these consumers is essential forimplementing effective policies or creating constructive programs. The lion’s share of middle and high school students today participate in at least some organized activities and programsThe study also provides a wealth of information about the in their non-school hours.very real challenges faced by low-income and minority families I Well over half the students surveyed (57%) say they partici-when it comes to finding productive things for their children pate in some kind of out-of-school activity or programto do when they aren’t in school. Viewing the data through every day or almost every day, and another 37% say they dothe lenses of income and race reveals a story of the haves vs. so a couple of days a week. Almost 8 in 10 (79%) say theythe have-nots—a story of too many families under real pressure do things both on school days and on weekends.and not getting the kinds of out-of-school opportunities that I Students participate in activities and programs such as:could genuinely help their children thrive. Whether or not N 66% say they participate in sports activitiesparents or students are generally happy with their options is N 62% are in school clubs or extracurricular activitiesstrongly influenced by these demographic characteristics. N 60% do volunteer work N 54% attend religious instruction or a church youth groupThe primary goal of this research is to provide reliable data N 52% take lessons in things like music, dance or arton what America’s parents and young people want for kids N 52% are in an after-school program at school or another localeduring their out-of-school time and their experiences with it. N 37% of high-school students have a part-time jobIn effect, we hope to add the public’s voice to a debate seem- N 30% get regular tutoring or extra academic or testingly dominated by advocates with their own agendas. What preparationfollows are the highlights of the findings. N 19% belong to an organization like the Scouts ALL WORK AND NO PLAY? 9

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I Almost half of students (46%) report that when kids their to indicate they encounter problems. Both groups, by age get into trouble, it’s mostly because “they’re bored and overwhelming margins, indicate their communities could have too much time on their hands” compared with 39% realistically do much more for kids and that keeping who say that “their parents aren’t paying enough attention youngsters busy during the summer is especially tough. to them” or 11% who say it’s because kids “don’t know right from wrong.” Whether it’s quality, affordability or availability, it’s harder to find if you are a low-income or minority parent.* BothThere is something of a void when it comes to leisure time groups are considerably less likely to say:and having things to do with friends when no activity is I It’s easy to find things that are affordable [low vs. higherscheduled. income: 30% vs. 65%; minority vs. white: 39% vs. 62%]I Only 27% of students think their community is doing as I It’s easy to find things that are run by trustworthy adults much as can be expected when it comes to having enough [low vs. higher income: 45% vs. 72%; minority vs. white: things for kids their age to do; 72% say it could realistically 45% vs. 73%] do much more. I It’s easy to find things that are conveniently located [low vs.I More than half (54%) agree that higher income: 45% vs. 72%; minority “there’s not much for kids my age to vs. white: 44% vs. 71%] do other than go to school or just I It’s easy to find things that are of hang out.” high quality [low vs. higher income:I More than 1 in 3 students (36%) 45% vs. 66%; minority vs. white: admit that when they have free time 37% vs. 66%] to do whatever they choose, it usually I It’s easy to find things that are age ends up being wasted. appropriate [low vs. higher income: 47% vs. 73%; minority vs. white: 51%Most youngsters point to lack of vs. 70%]motivation—not lack of alternatives— I It’s easy to find things that are inter-to explain why kids don’t participate esting to their child [low vs. higherin organized activities. income: 49% vs. 74%; minority vs.I 71% of students say that when kids white: 53% vs. 71%] don’t participate in organized activi- ties after school or on weekends, it’s Concerns about negative societal because they are just not interested influences preying on children are or motivated. magnified among low-income andI 29% say it’s because most things are minority parents. too expensive. 46% of low-income parents say they II 28% say it’s because most things are worry that “hanging out with the too far away. wrong crowd” might lead their childI 15% say it’s because there’s nothing right for their age. astray vs. 28% of higher-income parents. [minority vs. white: 37% vs. 28%]FINDING 3. The Haves and the Have-Nots I 39% of low-income parents say the best reason for childrenMost families are content with how their child spends out-of- to be involved in organized activities and programs in theirschool time, but low-income and minority families are signifi- non-school hours is to keep them busy and out of troublecantly less likely to be satisfied with their options. On virtually vs. 23% of higher-income parents. [minority vs. white: 35%every measure of satisfaction—whether it’s quality, affordability vs. 25%]or availability of activities—low-income and minority parents I Just 37% of low-income parents say that making sure theirare substantially more likely than their respective counterparts own child is productively occupied during non-school hours*Low-income parents reported annual household income of less than $25,000 per year; higher-income parents reported $50,000 or more. Minority parents include those who identify as either African American or Hispanic. ALL WORK AND NO PLAY? 11

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I Even among parents who think that the public schools in I They would be interested in a summer program that helped their community are raising academic standards and expec- kids keep up with schoolwork or prepare for the next grade tations for students, only 14% say the best reason for kids [low vs. higher income: 69% vs. 51%; minority vs. white: to be involved in activities during non-school hours is to 79% vs. 49%] improve how well they do in school. I They would “very much” like an after-school program thatI Similarly, only 17% of parents who say their child needs focuses mainly on academic preparation [low vs. higher extra help in academic subjects point to improving school- income: 39% vs. 24%; minority vs. white: 45% vs. 23%] work as the best reason for a child to be involved. I They would “very much” like an after-school program thatI A modest majority of parents (54%) agree that “kids get gives you time to do homework and has an adult around to more than enough academics during the school day, so help if you need it [low vs. higher income: 36% vs. 29%; after-school programs should focus on other things that minority vs. white: 45% vs. 29%] capture their interest,” compared with 38% who say, “Since I The best reason for kids to be involved in activities after schools are putting so much emphasis on standardized tests school and on weekends is “to improve how well they do in and higher academic standards, kids are better off in after- school” [low vs. higher income: 20% vs. 9%; minority vs. school programs that focus on academic skills.” white: 23% vs. 8%]By extremely wide margins, low-income and minority FINDING 5: Where Parents and Kids Differparents are considerably more likely to want activities and Both youngsters and parents see out-of-school activities in anprograms that emphasize academic learning. Both groups overall positive light, but a few differences in outlook areare more likely to say: worth noting. Some are predictable and probably even natu-I Their child needs extra help in school [low ral, but the study did unearth several areas vs. higher income: 67% vs. 44%; minority vs. Despite increased where the contrast between what parents white: 61% vs. 45%] think and what young people actually say isI They are concerned their child will fall pressures on students more troubling. For example, most parents say behind on academics during the summer to reach high academic their own kids don’t do much hanging out at months [low vs. higher income: 60% vs. standards, relatively the mall; yet more than half of kids say they 32%; minority vs. white 56% vs. 33%] do. And while some parents count on cellI An after-school program that provides super- small numbers of par- phones to know where their kids are, uncom- vised homework time is something they ents are looking for fortably high numbers of youngsters admit would go out of their way to find [low vs. greater emphasis on they’ve told their parents they were in one higher income: 52% vs. 28%; minority vs. place when they were really in another and academics in their child’s white 56% vs. 27%] that they don’t always answer their cell whenI That since schools are putting so much out-of-school time. they know it’s their parents calling. emphasis on standardized tests and higher academic standards, kids are better off in Parents and youngsters are equally likely to think there’s a after-school programs that focus on academics rather than potential for danger on the Internet. But parents, for their on other things [low vs. higher income: 45% vs. 35%; part, may be surprised to learn the extent to which they minority vs. white 55% vs. 33%] underestimate their child’s Internet use.I The best match for their own child would be an activity or I The Internet is seen as “a negative and potentially risky program that focused on “providing extra academic prepara- thing to be doing” by about 1 in 5 parents (19%). The same tion and skills” rather than sports or the arts [low vs. higher proportion (19%) of youngsters who use the Internet income: 39% vs. 35%*; minority vs. white 56% vs. 32%] acknowledge that something has happened on it that would upset their parents if they knew about it.Activities and programs that focus on learning appeal to I Almost 2 out of 3 parents (65%) say their child uses thelow-income and minority students as well as parents. These Internet at home to surf, play games and chat—comparedstudents are more likely to say: with more than 8 in 10 middle and high school students (82%) who report doing so—a 17-percentage-point gap.*This difference is not statistically significant. ALL WORK AND NO PLAY? 13

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FINDING ONE: What Kids Do When They’re Not in School Whether it’s sports or the arts or a church group or homework help, organized activities and programs in out-of-school time play a valuable and a highly valued role in the lives of the nation’s youth. The vast majority of young people believe that kids are better off when their plates are full and they don’t have too much time to just hang out. What’s more, youngsters who participate in out-of-school activities give them high ratings for being fun and educational and being good places to make friends. Still, nearly 3 in 10 say they are home alone after school at least three days a week, while about 1 in 5 complain their schedules are too hectic. When the final bell rings and the school day is over, it’s no school programming. At the same time, some have charged surprise that about 7 in 10 (69%) of today’s youngsters say that current programs leave too many slots unfilled. There they are ready to “come home, take it easy, do homework and have been disputes in local schools, with some now charging spend time with friends.” An afternoon “just hanging out” still robust fees for children to play football or participate in other holds its time-honored adolescent appeal. But scratch beneath high-cost programs. Some observers worry that too many the surface, and there is strong, compelling evidence that youngsters are overscheduled, with little time to play, rest, read, organized, structured activities for youngsters—be they sports, be with family or just daydream. Alternatively, some worry that clubs, music lessons, religious groups or volun- too many youngsters are home alone, unsuper- teering—play a valuable and a highly valued vised, bored and easily attracted to less-than- role in students’ lives. This is one of the chief There is strong, com- wholesome pastimes. Finally, some believe the messages emerging from All Work and No Play?, pelling evidence that rationale for after-school programs, particularly a new in-depth survey examining how young- organized, structured those that use taxpayer dollars, should be opened sters spend time when they are not in school. up for debate. Should they serve a specific pur- activities for youngsters pose, such as beefing up academic achievement A joint project of The Wallace Foundation and —be they sports, clubs, or teaching a needed skill, or should they focus Public Agenda, All Work and No Play? captures music lessons, religious more on fun, something to give kids a needed students’ and parents’ attitudes about what break from traditional learning? groups or volunteering youngsters do after school, on weekends and in the summer. It is based on two separate —play a valuable and Time to Ask the Kids national random sample surveys, one of 609 a highly valued role in In All Work and No Play?, we take a step back middle and high school students and another students’ lives. to look at the issue through a wide-angle lens. of 1,003 parents of school-age children, both To our knowledge, this is one of the few studies conducted in June 2004. It also draws on the to look broadly at the full range of activities findings from 10 focus groups with students and parents and programs youngsters take part in during their out-of- conducted in communities across the country. school time—as opposed to research focusing solely on school- or center-based “after school programs.”* Other out-of- How Much Is Enough? school-time endeavors include extracurricular activities at The surveys were conducted against a backdrop of controversy school, school and non-school sports, private or group lessons about the availability, cost, purpose and effectiveness of school- paid for by parents, church programs and volunteer programs, and center-based “after school” programs in communities as well as conventional after-school programs. Most important, nationwide. In recent years, there have been debates over federal All Work and No Play? is one of the few studies to ask spending designed to help less affluent districts increase after- youngsters themselves about their experiences and opinions.* In this report, we often use the terms “after school” and “out of school” activities and programs interchangeably. Unless otherwise specified, we are talking about the full range of things that youngsters take part in during the hours they are not in school. ALL WORK AND NO PLAY? 15

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Although we focus on parents’ views in detail in later findings, Sports and the Arts Suppose it’s the school year and you’re looking at differentit is worth noting here that they too hold positive views about types of organized activities to join after school or on week-the adults who supervise their child’s programs and activities. ends. Which of these three would you like the most?Asked about their child’s most recent organized activity, more Something that focuses on:than 7 in 10 (71%) describe it as “of good quality and well Athletics and team sportsrun by adults who know what they’re doing”; 3% say it’s 1%unorganized, and 25% say it’s somewhere in the middle. None/ 54% Don’t know 9%Lacrosse and DebateIn focus groups conducted for this study, youngsters often 36%described a mix of activities and outlined sometimes compli- Things likecated schedules that combine school, homework, part-time art, music Academicsjobs and their own mix of chosen activities. A girl from the or dance and learningDenver area ticked off her jam-packed but hardly atypical STUDENTSschedule: “I play softball and lacrosse at the school. We havepractice every day after school for about two hours. During want to use more out-of-school time to ramp up learning,the winter, I am on the speech and debate team…. I am the either for youngsters in danger of failing or for those whoeditor for our school newspaper.” A youngster from Texas want to get an edge on college admissions. The benefits of12.5had a similar list: “It’s kind of busy with sports and school. these academic pursuits might seem obvious to adults (a12.512.5I go to church, too, and we have all these activities going on. question we look at in Finding 4), but it is hardly surprising12.5 that most kids don’t view them so favorably. More than 6 in 10Sports really take up a lot of time.... I just got done with12.5basketball…. I’m in track, and I’m a cheerleader.” students (61%) agree that “when the school day is done, the last thing I want is to go to a place that has more academicRamping Up Learning? work.” Given a choice among organized activities thatWith today’s emphasis on raising standards and reducing emphasize sports, the arts or academics, just 9% of youngstersdropout rates, some educators, policy makers and parents take the academic option; 54% choose sports, and arts 86 advocates may be heartened to learn that a healthy 36% 86 would choose something “like art, music or dance.” 23 Great Marks from the Kids 46 57.5 69 80.5 92 86 23 46 57.5 69 80.5 92 86 Think about 23 after-school or weekend activity that you 92 the 46 57.5 69 80.5 spent 86 Love of Learning Lives 23 46 57.5 69 80.5 92 the MOST time doing during the past school year. 23 % of students who say they:46 57.5 69 80.5 92 Even so, a sizable 39% of youngsters reject the “last thing I 92% 92% want is more academics” formulation, and about 3 in 10 indi- Make good friends there 92% 92% cate they would very much like an after-school program that 92% provides homework help (32%) or that focuses on academics 86% 86% (28%). In focus groups, some students talked enthusiastically Feel that they learned a lot 86% about such offerings. One Denver middle schooler may not be 86% 86% typical, but he may well be headed for a bright future: “What Usually have a lot of fun 85% I do, personally, is go to an after-school organization that is 85% 85% actually in the school building called the Math Counts. It is 85% pretty fun, because it’s not your normal math class stuff. It is Feel that the adults in charge really cared about 85%kids the 79% more advanced. When I was in elementary school, I hated 79% math. It is only one plus one.… What’s the point about that?” 79% Find it easy and convenient to get to 79% In the focus groups, youngsters gave the thumbs-up to 79% Spanish clubs, speech clubs, creative writing clubs and similar 79% 79% academically themed programs. 79% Feel that other kids took it seriously and really paid attention 79% 59% 79% Pursuing a subject that interests you, however, may be different 59% STUDENTS 59% from having it imposed on you during your non-school hours, 59% 59% ALL WORK AND NO PLAY? 17

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survey, a full 36% of students expected to “be home aloneduring the day” at least three days in a typical week during A Push in the Right Direction Even though I might complain about it, sometimes I need tothe summer. be pushed by my parents to do things that are good for me— do you agree or disagree?Later in this report, we talk about the special problems low- Agree Strongly Agree Somewhatincome and minority families face finding suitable out-of-schoolactivities for their kids, particularly those in less-than-affluentneighborhoods. But although poorer families face special 62%challenges, the youngsters reporting that they are frequently 26%home by themselves on school days come from all demographicgroups. There are marginal differences between students who 12%are low-income and those who are better off (22% vs. 31%),those who are of African American or Hispanic background Disagreeand those who are white (23% vs. 30%), those who are living STUDENTSin the suburbs and those in cities or rural communities (32%vs. 24% vs. 24%). Time to Nag a Little? Based on Public Agenda’s earlier work for the Gates Foundation,Parents’ Comfort Level fewer than 1 in 10 high school students complain that “thereMost parents, for their part, say that leaving their child home are hardly any after-school activities and clubs” available toalone for a few hours after school is either something they them, with 90% saying this is not a serious problem wherewould never do (38%) or something they’re reluctant to do they go to school.3 And in All Work and No Play?, 65% ofunless there’s no choice (16%). A mother from Connecticut youngsters say the choice about whether or not to participatedescribed her feelings about her 10-year-old daughter: “My (and which activity to choose) is mainly their own. Parentsdaughter is definitely not old enough—mature enough—to may offer advice and encouragement, the findings suggest,stay on her own. I was probably her age when I used to come but relatively few seem to force their child to take part inhome from school, take the bus home, and there was nobody organized activities.there. I’d be home by myself until my mother got home fromwork. I look at my daughter, and I say, ‘Nuh-uh. No way.’” But All Work and No Play? also suggests that parents whoStill, almost half the parents surveyed (45%) say that being have encountered disinterest or resistance when they suggesthome alone after school is something their child can handle. activities to their youngster might be well advised to give it aAs one might expect, as children get older, parents’ comfort second try. A whopping 89% of the youngsters we interviewedlevel increases. The overwhelming majority of high school told us that “even though I might complain about it, some-parents (81%) have no problem leaving their teenager home times I need to be pushed by my parents to do things that arealone for a few hours after school, compared with 47% good for me”—with 62% strongly agreeing.of parents of middle schoolers and just 8% of parents ofelementary school children. ALL WORK AND NO PLAY? 19

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In the Oregon focus group, which included both middle andParents See a Dangerous World… high school students, participants laughed at the naïveté ofWhich comes closer to your own view? the moderator when she suggested that most kids aren’t having sex or doing drugs. According to one young man, the experi-These are dangerous times to raisekids – when it comes to their safety mentation starts early. “I think more freshmen get in troubleyou can never be too careful than more seniors, as far as stuff like that,” he said. Another participant chimed in, “Because they’re trying to prove them- 83% selves.” Still, the group did seem shocked at the extent of sexual activity among the junior high set. A sixth grader told the group: “I used to be best friends with this girl. She was totally fine…then this year, she just totally changed. She 11% 5% stopped doing everything she used to do and just changed… like, not doing good things…she had sex.”Kids today are actually safer Neither/ Just Ask the Right Peoplethan ever – people exaggerate Don’t know All Work and No Play? confirms once again what otherthe dangers they face researchers have repeatedly shown—that using and abusing PARENTS drugs and alcohol are all too common adolescent activities. A recent Robert Wood Johnson/Partnership for a Drug-Free America survey showed that over half of teens in grades 7…But Say Their Own Community Is Safe through 12 say someone has tried to sell or give them drugs.5Would you say your neighborhood is generally the kind of In this study, 26% of youngsters overall say that they “seeplace where: people their age using drugs or alcohol” every day or almostIt’s safe for your child to every day, although the same proportion (26%) say that theybe outside and have fun never see this kind of behavior. Not surprisingly, high school students are considerably more likely than those in middle 91% school to say they see peers using drugs or alcohol so frequently (35% vs. 13%). “Right now,” one Arizona teen told us, “I basically know 8% maybe five or six people who actually do drugs or something like that. I’ll go down to [the local mall], and I’ll see people walking around with cigarettes. I rarely ever see any fights or It’s too dangerous for 1% anything, but just basically drugs are the main problem. your child to be outside Don’t know Sometimes I’ll see a few people walking around with some alcohol and stuff like that…. I rarely ever see security guards or any police officers.” Another girl confirmed that the mallWould you say your neighborhood is the kind of place where was the place to go for drugs: “Basically, you can go downpeople really watch out for each other’s kids? [there] and just ask the right people, and you can get it.”Yes 81% Kids in Oregon offered a similar assessment. “It’s so easy to get to,” said one girl. Another boy agreed: “Yeah, it’s so easy to get to it. Like, if they wanted to take the heroin, they could take it because it’s so easy to get it.” Another boy added this 17% less-than-comforting reassurance: “Some kids, they kind of 2% learned a little bit about how serious they can get, but most No Don’t know of them do the weed and the crack, because you find them all over the place.” Alcohol, too, the youngsters said, was PARENTS easily available. ALL WORK AND NO PLAY? 21

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Leisure Time Void Summertime Blues? Of course, as any parent of an adolescent might tell you, As long as there have been school days, there have been teenagers’ complaints about boredom may need to be taken youngsters looking forward to summer vacation. But there is with a grain of salt. For example, even among those who are evidence in the survey that for some youngsters and their parents, involved in three or more organized activities during the course finding ways to keep busy and engaged during the summer is of the school year, almost half (48%) say they are bored and especially challenging. While almost 6 in 10 students (58%) have nothing to do at least some of the time. And, as we are generally satisfied with the number of activities and reported earlier, the vast majority of kids are involved in some things they can choose to do during the summer, more than 4 type of activity, so offerings are available to most who want to in 10 (41%) say they “really don’t have enough good choices.” take part. Still, the findings do suggest that there is something And almost half of youngsters (47%) point to the summer of a void when it comes to leisure time and having things months as the hardest time to find interesting things to do to do with friends when youngsters are not involved in an (33% point instead to after-school hours and 14% to week- organized or structured activity. ends). In fact, at the time this survey was conducted in June, as much as 43% of students said their summer plans were More than 1 in 3 students surveyed (36%) say that when they “still up in the air” (although 56% said their plans were set). do have free time to do whatever they choose, it usually ends up being wasted time (although a majority [57%] say they use It’s Lack of Motivation, Not Lack of Options 0 11 22 33 44 55 66 % 77 students who say that when kids don’t participate in their free time productively). More than half (54%) indicate of 88 their communities leave much to be desired, saying that organized activities, it’s because: 71% 71% 71% 71% “there’s not much for kids my age to do other than go to 14% 33% 71% 22% 22% 22% 22% school or just hang out.” In the same vein, more than 7 in 10 (72%) say their neighborhood could realistically be doing 10% 27%7£⁄7 much more when it comes to having enough things for kids their age to do. Less than half (46%) say there’s a community 29% 29% 29% 29% 28% 28% 28% 28% center near home “where kids your age can go in the evenings 29% 28% 37.5 37.5 37.55 18% 23% of youngsters 40% 15% 15% 15% 15% 37. to hang out and do things.” Ironically, only who have a community center nearby use it regularly, but 15% 21% 35% 25 25 25 25 more than 6 in 10 (62%) of those who don’t have one handy 12.5 12.5 12.55 think they would use it if they did. 12. Kids are just Most things Most things There’s not interested are too are too far nothing right The Teen Gap 55% 33% or motivated expensive away for their age In the focus groups, both parents and students also suggested STUDENTS 39% 40% that there is something of a “teen gap” in their communities —plentiful organized activities for young children or middle Parents, for their part, are especially concerned about summer. school students, but nothing suitable for the age and interests By an overwhelming margin, they pick summer as the hardest of older teens. In Texas, one mother of 22% teenagers commented,41% time to make sure their child has things to do (58%)—the “They want a place to hang. They don’t want to hang at next closest is 14% for after-school hours and 13% for the 29% 37% Mom and Dad’s house. It doesn’t matter that we’ve got a weekend. Not only are most parents concerned that they video room and a pool table and all the comforts of home, won’t be able to afford the things their child wants to do and Mom will buy the pizza for them. They want to go some- (52%), but large numbers also express concern that boredom where else and hang and chitchat with their friends and have will set in (50%) and that there won’t be enough activities some music and whatnot.” According to one young man we available to capture their child’s interest (44%). Almost 4 in 10 interviewed, the deli is the place in his neighborhood where (38%) are concerned that their child will fall behind on all the kids congregate when they have nothing to do. About academics—a factor that perhaps contributes to the substan- the nearby community center that is available to them, this is tial number of students (56%) who would be interested in a what he had to say: “What usually happens at the community summer program to help them keep up with schoolwork. center is little kids’ karate and old people’s aerobics.” There’s nothing for people his age. 79% 19% 69% 22% ALL WORK AND NO PLAY? 23

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regarding their child’s after-school opportunities. On virtually 11% of their higher-income counterparts say this is so forevery measure where there’s a dissimilarity, minority parents them. Another 37% and 30%, respectively, of both groups sayare substantially less satisfied. To a large extent, the demo- they struggle occasionally.graphic variables of income and race tend to go hand in hand.For example, minority parents are more than twice as likely As we learned in Finding 2, most parents today have seriousto fit into the low-income category themselves compared with concerns about the corrosive societal influences preying onwhite parents (25% vs. 11%, respectively, have household children, but there is evidence that this uneasiness is magnifiedincomes of less than $25,000 a year). among low-income and minority parents. Perhaps because they live in rougher neighborhoods, or because their childrenHaving It All often attend overcrowded, poorly funded schools, almost halfThe data show unequivocally that low-income and minority of the low-income parents surveyed (46%) worry that “hangingparents are unhappier with the status quo compared with out with the wrong crowd” might lead their child astray. Intheir counterparts. For example, when asked to think about contrast, just 28% of higher-income parents express this worry .how their child spends their out-of-school time, low-income Similarly, a plurality of low-income parents (39%) choose “toparents are twice as likely as those with higher income to keep kids busy and out of trou-say they would want to change things if they could (66% ble” as the best reason for a “…trying to find $200vs. 33%). On the other hand, 67% of higher-income parents child to be involved in struc-—and 63% of white parents—would “basically stick with tured activities during non- for football and $100things the way they are now.” school hours, compared with for track and $200 for 23% of higher-income parents. soccer…. I don’t thinkAnd why not? Virtually all higher-income parents are livingtheir ideal after-school situation. Whether they prefer their The margins are only slightly there’s enough offeredchild to have “a scheduled place to go and activities to do smaller when comparing minor- out there for familiesafter school” or “a relaxed afternoon where [he or she] comes ity and white families. For who don’t have thehome, takes it easy, does homework and spends time with example, 37% of minority par- money…. We just can’tfriends,” almost 100% of higher-income parents get what they ents worry that their childconsider to be ideal. Among low-income parents, the results could be easily influenced if foot the bill….”are far less sanguine. For example, while more than 4 in 10 “hanging out with the wrong – ARIZONA MOTHERlow-income parents (41%) wish their child could have an crowd,” compared with 28% ofafter-school routine that is scheduled with activities, only white parents. Among minority23% describe their child’s actual routine as such. As you can parents, 35% point to keeping kids busy as the best reason forsee in the corresponding chart, this pattern is apparent when a child to be involved in organized activities, compared withcomparing minority and white parents as well. 25% of white parents.An Arizona mother who is struggling to make ends meet Having more options for organized activities that are interesting,captured the sentiment of many of her peers: “My husband convenient and affordable might go a long way toward easinghas been laid off for a little over a year now, so it’s trying to the minds of minority youngsters as well as their parents.find $200 for football and $100 for track and $200 for soc- While 2 out of 3 minority kids (66%) agree with the statementcer…. I don’t think there’s enough offered out there for fami- “When adults see kids my age hanging out together, theylies who don’t have the money.… We just can’t foot the bill.… automatically think we’re up to no good,” just over half ofIt’s very difficult.” white kids feel the same (52%).Worried about Hanging Out The Search for QualityMaking sure their son or daughter is productively occupied Overwhelmingly high numbers of parents (between 83% andduring the non-school hours is a significant worry for low- 91%)—whether high- or low-income, minority or white—sayincome parents. Just 37% say they have this under control, their families have looked carefully into the options availablecompared with 60% of higher-income parents. In the same in their communities for organized activities and programs.vein, more than 1 in 4 (26%) financially pressed parents say But finding high-quality offerings is a much more difficultthey struggle regularly to keep their child occupied, while just task for some than for others. When asked how easy it is in ALL WORK AND NO PLAY? 25

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Community Matters When it comes to having enough things for elementary school children to do, do you think your community is: LOW-INCOME HIGHER-INCOME MINORITY WHITE PARENTS PARENTS PARENTS PARENTS Doing as much as can be expected 33% 51% 25% 51% or Could realistically do much more 65% 46% 71% 46% When it comes to having enough things for teenagers to do, do you think your community is: LOW-INCOME HIGHER-INCOME MINORITY WHITE PARENTS PARENTS PARENTS PARENTS Doing as much as can be expected 12% 26% 11% 25% or Could realistically do much more 85% 65% 83% 67% PARENTS“Who doesn’t work today?” asked a mother from Connecticut. commented, “[Someone] was talking about being in a neigh-“It’s not optional. People work. People have kids, [after-school borhood without other kids around. If you don’t have otheractivities are] something that they need…and there’s also the parents to share, to carpool, or whatever, your kid may beissue about money, too. Not everybody has a large salary where stuck…. If you don’t have the time and means to get there, itthey can say, ‘Okay, I can pay whatever amount to provide my can be, perhaps, for some parents, impossible.” And a low-child with what they need.’” Another said simply, “We both income mother responded, “That certainly happened to ushave to work, so I just kind of tried to look for something many times, where we wanted to do activities but just didn’twhere he could have a little fun, and I could have the peace of have the means to get there, timing-wise, because parentsmind that he’s taken care of.” According to the survey, parents were working.”earning $50,000-plus a year are more than twice as likely tosay that it’s easy to find things in their community that are Summertime, and the Livin’s Not So Easyaffordable, compared with those earning less than $25,000 Summer stands out as the most difficult time to find productive(65% vs. 30%; white vs. minority is 62% vs. 39%). things for kids to do—and this is about equally true among parents regardless of income or race (approximately 6 in 10“A Lot of the Programs Are Designed for for all groups). Still, on virtually every issue addressed in theStay-at-Home Moms” survey about the summer months, low-income and minorityFor some parents, concerns about quality and affordability parents are more apprehensive or less satisfied, sometimes bymust be weighed against their lack of time or means to trans- overwhelming margins.port a child to and fro. Again, it’s low-income and minorityparents who face this obstacle disproportionately. Less than For example, 63% of low-income parents say their kids “reallyhalf of the low-income parents surveyed (45%) say it’s easy to don’t have enough good options” for things to do during thefind organized activities and programs in their community summer months, compared with 43% of higher-income parents.that are conveniently located, compared with more than 7 in Perhaps this lack of good alternatives is one explanation for10 (72%) of their higher-income counterparts. For minority why, at the time of this survey in June, 6 in 10 (60%) low-and white parents, the proportions are 44% vs. 71%. “We’re income parents said they were still up in the air with summerrestricted on what’s available to them,” a Connecticut mother plans for their child. In contrast, 75% of higher-income parentscommented, “because by the time you get in from work, pick said their plans were set.them up and get them somewhere—a lot of the programs are[designed] for stay-at-home moms…. They’re not set up for Almost 2 out of 3 low-income parents (65%) expressedparents that come in later.” concern that their son or daughter would be bored during the summer months, compared with less than half of those makingIn one focus group, which had a mix of both lower-income $50,000 or more (48%)—a 17-percentage-point gap. By aand more affluent parents, a financially comfortable father margin of 57% to 38%, low-income parents were worried ALL WORK AND NO PLAY? 27

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FINDING FOUR: More Time on Task? Despite increased pressures on students to reach high academic standards, relatively small numbers of parents are looking for greater emphasis on academics in their child’s out-of-school time. That’s not to say parents don’t put a high priority on schoolwork—they do—but homework help or additional time spent on academic subjects is not the first thing parents have in mind when they think about their child’s free time. Kids, most parents say, need time to relax and just be kids. Once again, low-income and minority families are exceptions; both groups are considerably more likely to want activities that emphasize academic learning.For two years in a row, major evaluations of the 21st CenturyCommunity Learning Centers,* conducted by the nonpartisan Relatively Few Parents Look for Academics Other than safety, which do you think is the best reason forresearch firm Mathematica, found that participating students a child to be involved in organized activities and programsmade few gains in academic outcomes such as test scores and when they are not in school?grades, although there was some evidence of other kinds of To develop theirbenefits.9 As a result, some policy makers questioned whether interests and hobbiesthere should be any taxpayer funding of after-school programs 2% 41%if they don’t result in improved academic achievement. The None/after-school community cried foul, saying that the programs Don’tevaluated were not designed to improve student academic Know 15% 27%achievement, so they should not be measured in this way, and 16%that harder-to-quantify benefits were overlooked. To improve To keep them busyInevitably, the debate will continue to rage among educators, how well they and out of trouble To have funpolicy makers and practitioners. But an important constituency do in school PARENTSis noticeably absent. What are our nation’s parents and students—the people who actually use out-of-school-time programs question “Other than safety, which of these do you think isand activities—really looking for? Just how much do parents and the best reason for a child to be involved in organized activitiesyoungsters rely on after-school activities to enhance academic and programs” during non-school hours? Only 15% of parentslearning? To what extent are they looking for socialization, say “to improve how well they do in school.” A strong pluralityplaytime or merely a place with adult supervision? As we saw (41%) instead points to developing their interests and hobbies,in the previous finding, not all parents and children want or and related to that, an additional 16% think it is for childrenneed the same things. Since participation is purely by choice, “to have fun.” Another 27% say the best reason is to keepknowing what drives these “consumers” is essential for imple- kids busy and out of trouble.menting effective policies or creating constructive programs. One mother in Oregon outright rejected the idea of more“It Would Burn Them Out” schooling after school. “That would just kill them,” she said.The findings in All Work and No Play? strongly indicate that “[It] would burn them out. If your kid is struggling witha greater emphasis on academics is not the first—nor the math, and if you then yank them after they’ve spent 45 minutesonly—thing most parents are looking for when they sign up in a math class, from 3:00 to 5:00, to do it again? My kidtheir children for activities after school. The survey posed the would say, ‘Forget it.’” Still others in the focus groups talked* The 21st Century Community Learning Centers (CCLC) are part of a federally funded initiative launched by Congress in 1994 to meet growing public demand for after-schoolprograms. More than 2.5 million students participate in the academic, recreational and cultural activities offered by the CCLC during after-school hours. ALL WORK AND NO PLAY? 29

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Yet interestingly enough, while parents acknowledge higherstandards and the pressure children are under these days to Low-Income & Minority Parents More Likelyachieve them, they don’t make a beeline for “after school to Want Academics 25 37.5 50 62.5 75 87.5 0 12.5 100 0 % of parents who say: 12.5 25 37.5 50 62.5 75 87.5 100programs” as a solution. In fact, when forced to 33 44 a 55 66 77 88 0 11 22 choose, 0 0 12.5 25 37.5 50 62.5 75 87.5 12.5 25 37.5 50 62.5 75 87.5 100 100modest majority of parents (54%) agree, “Kids get more than The best match for their own child would be an after-school 39% 0 12.5 25 37.5 50 62.5 75 87.5 100enough academics during the school day, so after-school 0 35% program that focused 12.5 2539%extra 50 62.5 preparation on providing academic 75 87.5 100 37.5 and skills, rather than sports or the arts* 39% 35% 39%programs should focus on other things that capture 33% 14% their 35% 35% LOW-INCOME 39%interest,” compared with 38% who say, instead, “Since 10% 27% HIGHER-INCOME 35%39%schools are putting so much emphasis on standardized tests 35% 56% and higher academic standards, MINORITY 32% 56% kids are better off in after- WHITE 32% 56% 56% Low-income and school18% programs that focus40% on 32% 32% 56% minority families stand They would go out of their way to find52%after-school program an56% academic skills.” 32% 21% 35% that provides time for their32% to do homework in a 28% child out as being more 52% supervised setting 28% 52% 52% eager for an academic Homework Helper LOW-INCOME 28% 28% 52% Despite the general sense that HIGHER-INCOME 28% 52% 56% focus in their child’s youngsters need non-academic 55% 33% 28% 27% 56% organized activities outlets, some parents do like MINORITY 27% 56% 56% 39% 40% WHITE 27% 27% and programs during the idea of time reserved in 56% after-school programs to help 27% 45% 56% out-of-school time. Since schools are putting so much emphasis on standardized 27% 35% children with homework. A 45% tests and higher academic standards, kids are better off in 35%45% 45%academic skills Texas dad praised the program 22% 41% after-school programs that focus on 35% 35% 45%his youngest child attended: “…they actually helped with LOW-INCOME 35% 45%their homework. It was teachers that were part of the pro- 37% 29% HIGHER-INCOME 35% 55%gram, and if they had homework to do, they’d do it during 33% 55% MINORITYthe after-school time. They’d sit down and do it, whereas in 33% 55% 55% WHITE 33% 33%the other program [my kids] were in, it was playtime.” More 55% 20% 33% 55%than 1 in 3 parents (34%) say they’d go out of their way to They are concerned their child will fall behind on academics 33% 60% 20%find an after-school program that provides supervised 20% home- during the summer 32% 20% 32% 60%work time, and another 37% say this would be “nice but not LOW-INCOME 32% 60% 60% 20% 32% 20% HIGHER-INCOME 32% 32% 32%essential.” Almost 3 in 10 (28%) say it would not be important. 32% 60% 32% 60% MINORITY 32% 33% 32% 32% 56%Low-Income and Minority Families Eager WHITE 33% 33% 56%for Academic Focus 33% 33% 56% 33% 56%Perhaps because the schools in their neighborhoods tend to 33% 33% *The low- vs. higher-income difference is not statistically significant. 33% 56%be low performing, perhaps because they believe from their79% 33% 19% 33% 56% PARENTSown experience that education is a ticket to a better lifestyle 33%—whatever the reasoning—low-income and minority families 69% 22% children are better off in after-school programs that focus onstand out as being more eager for an academic focus in their academic skills rather than ones that focus on other things.child’s organized activities and programs during out-of-school Finally, by margins of almost 2 to 1, they are more likely to betime. By margins ranging from 4 14%percentage points to 29 42% concerned that their child will fall behind on academics duringpercentage points, parents from low-income families (those the summer. 29% 45%earning less than $25,000 per year), and African American orHispanic parents, are more likely than their respective coun- What to Expect from Kids?terparts to prefer a program for their own child that focuses It’s one thing to ask parents if they think their child’s out-of-on providing extra test preparation and academic skills and to school activities should focus on academic skills and learning.go out of their way to find a program that focuses on home- But it’s quite another to pose this question to middle and highwork help in a supervised setting. They are also more likely to school students, many of whom seem programmed to bolt atthink that because schools are emphasizing academic standards, the sound of a bell. Only 9% of students, if given a choice, 23 34 45 56 67 78 89 23 34 45 56 67 78 89 23 23 34 45 56 67 34ALL WORK AND NO PLAY? 67 78 78 31 89 89 45 56 23 34 45 56 67 78 89

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FINDING FIVE: Where Parents and Kids Differ Both youngsters and parents see out-of-school activities in an overall positive light, but a few differences in outlook are worth noting. Some are predictable and probably even natural, but the study did unearth several areas where the contrast between what parents think and what young people actually say is more troubling. For example, most parents say their own kids don’t do much hanging out at the mall; yet more than half of kids say they do. And while some parents count on cell phones to know where their kids are, uncomfortably high numbers of youngsters admit they’ve told their parents they were in one place when they were really in another and that they don’t always answer their cell when they know it’s their parents calling.One refreshing feature of All Work and No Play? is its exami-nation of the views of youngsters as well as adults; consequently, Students Just Want to Have Fun Other than safety, which of these do you think is the BESTthe study allows us to compare the perspectives and judgments 0 11 22 33 44 55 66 reason 88 a kid to be involved in activities after school and 77 forof the two. On the whole, parents and students see eye to eye on weekends? 12.5 18.75 25 31.25 37.5 43.75 50when it comes to out-of-school time. Both say these supple- To develop their interests 37.5 43.75 12.5 18.75 25 31.25 and hobbies50mental activities and programs play 14%enormously positive an 33% 12.5 18.75 25 31.25 37.5 43.75 50 41%role in youngsters’ lives. Both groups report participation and 12.5 18.75 25 31.25 37.5 43.75 50 10% 27% 19% 41%enjoyment in a wide array of activities, including sports, 41% 19%clubs, music and dance lessons, volunteer projects and/or reli- To keep them27% and out41% busy of trouble 19%gious, arts or academically focused programs. Both parents 27% 19% 29%and kids are largely satisfied with what’s offered to them.40% 18% To 27% 29%the degree that there are problems with the kinds of activi- 16% 27% 29%ties available, the primary shortfall is among low-income35% 21% and To have fun 16% 29% 39%minority families. Both parents and kids in these households 16% 39%are more likely to say that the choices available to them are 16% 15% 39%unappealing and/or too costly or inconvenient. Still, a few 55% 15% 33% 12% 39% To 15% improve how well they do in schooloverall differences in outlook are worth noting. 12% 39% 15% 40% 12%Kids Just Wanna Have Fun 12%Some are predictable and probably even natural. For kids, the I PARENTS I STUDENTSmain reason to participate in out-of-school activities is to 41% 22%have fun (39%) and keep busy (29%). For parents, the “it’sgood for you” rationale is more important. Giving children 37%to come home and sit in front of the Nintendo or PS2 and 29%“the chance to develop hobbies and interests” (41%) and play nonstop. That would be his perfect day.”keeping busy (27%) are the top reasons parents give for join-ing. Children and their parents also tend to differ on whether Some parents overestimate their child’s interest in tryingyoungsters’ free time is used fruitfully or not. Kids (57%) are something new—at least at the outset. While half of parentsmuch more likely than parents (39%) to say that when they (50%) say their child is “eager and willing” when it comes tohave time to do whatever they choose, it usually ends up joining an organized activity or program, just 38% of kidsbeing productive time. A Texas dad described his son’s pre- say they generally look forward to joining after-school andferred way to spend time: “He’s 10. His perfect day would be weekend activities. According to substantial numbers of parents ALL WORK AND NO PLAY? 33 79% 19%

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local mall is a place “with a lot of potential for bad things to You’ll Find Them at the Mall happen,” compared with just about 1 in 5 who think it’s safe 55 66 In77 88 your community, where would you be sure to find the but a waste of time (19%) or a nice place for kids to go to greatest number of kids after school or on weekends? keep occupied (18%). Even more worrying, there is consider- able discrepancy between parents and kids on just how likely kids are to go there. Most parents of middle and high school students (81%) say their own child is not hanging out at the 44%44% 44% 44% 29% 29% 29% 29% 8% 8% 8% 8% mall. Meanwhile, well over half of the youngsters surveyed 13% 13% 13% 13% 44%0 11 22 33 440 11 22 33 44 (56%) report that they do. And among those wandering the 40% 29% mall with time on their hands, more than 1 in 4 (27%) say that they have seen things happen there that would upset their 35% parents if they knew. One teen told us bluntly: “We’re not 13% about to tell them, ‘Hey, there’s drugs and marijuana and 8% fights over at the mall.’” 5% 33% The mall A playground A local shop A community or sports field or restaurant center Cell Phone Deceits 40% And All Work and No Play? offers a strong warning for parents STUDENTS who rely on cell phone check-ins to make sure their children are out of harm’s way. Many parents surveyed here say that that something has happened on it that would upset their their child has a personal cell phone (21% of middle school 41% parents if they knew. But parents may be surprised to learn and 51% of high school parents), and the technology does 37% the extent to which they underestimate their child’s Internet seem to offer them the reassurance that comes with instant use. Almost 2 out of 3 (65%) say their child uses the Internet communication, no matter where, no matter when. at home to surf, play games and chat—compared with more than 8 in 10 youngsters (82%) who report doing so—a 17- The majority of parents whose children do have cell phones percentage-point gap. say that they give their child “more freedom to move from place to place” because they or the child can always call to Down at the Mall check in (62%). One young man in Arizona described how it Parents might also want to double-check whether or not their is with his parents: “My mom is not bugging me all the time, own child is among those so-called mischief makers hanging because she knows that if I go anywhere, I’ll usually call her out at the mall. According to the youngsters we surveyed, this and say, ‘We’re going to the mall. I’ll give you an update at is the most likely place to find the greatest number of kids after school or on weekends (44%)—compared with 29% who say the bulk of kids can be found at a playground, 13% A Breeding Ground for Bad Things 79% 19% Which comes closest to your view of the mall as a place at a local shop or restaurant or 8% at a community center. for kids to hang out? 9% 22% youngsters themselves (56%) say the mall is a place Most where they sometimes go to hang out. And while relatively few It has a lot of potential for bad things to happen consider it an especially desirable destination, it does seem to be a common fallback choice. More than 6 in 10 (61%) told us 60% that kids generally hang out at the mall because “they really 45% don’t have anything better to do,” compared with 37% who say most kids hang out there because it’s a lot of fun. “There 19% is nothing at the school, nothing to do,” said a middle school 18% student from Colorado. “At the mall, it’s the only place that 3% there are tons of people…. We have a gang, and we go to the Don’t It’s safe but a waste know mall and hang out. That is pretty much what we always do.” of time It’s a nice place where kids can be with friends and This sketch of local adolescent life, from the parents’ perspec- have something to do PARENTS tive, is hardly reassuring. Six in 10 parents (60%) say that the ALL WORK AND NO PLAY? 35

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Afterword by Ruth A. Wooden, President, Public AgendaReading through All Work and No Play?, I couldn’t help but What Parents and Kids Wantthink about my own experiences as a parent and even as a Experts will debate what is best for kids in out-of-schoolteenager—both about how much things have changed, and hours, but ultimately it is the parents and kids themselvesreally, how things have remained the same. Who couldn’t who make choices about how that time will be spent. Afteridentify with the parent who said in one of our focus groups, all, these are voluntary activities. Parents and kids are the“We both have to work, so I just kind of tried to look for “selective consumers” of these activities. So policy makerssomething where he could have a little fun, and I could have and providers really have to listen to what they are saying inthe peace of mind that he’s taken care of,” or with young order to successfully entice these “consumers.”people who say that, complaints aside, they need to be pusheda little by their parents to do things that are good for them? Families make out-of-school-time choices based on a variety of priorities, interests, limitations and needs—and while edu-I also thought about all the unstructured time I had when I cational support is in the mix, it is at the top of the list forwas a kid. I might have put some of it to better use, but I also relatively few. There are many parents—and even kids—whodid not find danger at every corner. I really do want more of an academicthen recalled the multitude of scheduled focus in the out-of-school hours—this isactivities that my own child had access especially true among low-income andto that didn’t protect him from experi- minority families. And we should considerencing some of the difficult pitfalls if we are doing enough to provide foryoung people face these days. those urgent needs. But when the majority of both parents and youth point toSo what does All Work and No Play? things other than academics for fillingtell us about what parents want for our the bulk of kids’ out-of-school hours,children in the non-school hours? Are we should listen to those voices.the needs of families actually being metwith existing offerings? Families tell us they want programs that provide opportunities for youth to developToo often in policy debates we rely on new interests and hobbies, friendships,“experts” to tell us what the major safety and just plain fun. For advocatesissues are that we should be focusing on. and operators of after-school programs,In recent years, so much of the discus- it is good to know that nearly 8 in 10sion on “after school programs” has kids say that the adults in charge of theirbeen dominated by calls for increasing activities really care about kids and 7 inthe number of slots in structured programs on one side and 10 parents say their child’s activities are “of good quality anddemands for demonstrable academic improvements resulting well run by adults who know what they’re doing.”from after-school programs on the other. Some parents and kids do want supplemental academic activitiesAll Work and No Play? takes a step away from the referee and programs, and perhaps these should be evaluated by theirhuddle of experts and asks kids and parents—the players and impact on learning. But most parents and kids value and choosethe coaches, as it were—to assess the action on the field. non-academic out-of-school activities. The policy-making com-Looking broadly at the full range of activities and programs munity should therefore understand the value of those types ofyoungsters take part in during their out-of-school time instead programs and begin to better assess their place in family life.of just school- or center-based “after school programs,” we’veallowed parents and kids to go beyond restating the current Of course, parents’ and children’s general satisfaction with whatscore and to think about the prospects for the longer season. is available to them in the out-of-school hours documented in ALL WORK AND NO PLAY? 37

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Endnotes1. Sizing Things Up: What Parents, Teachers and Students 5. Partnership for a Drug-Free America/Robert Wood Johnson Think About Large and Small High Schools, Public Agenda Survey 1999. Based on telephone interviews of 6,529 teens 2002, p. 45. Based on a national mail survey of 920 public in grades 7-12. high school teachers and national telephone surveys of 801 6. “After Cuts, Yonkers Prepares for School with Few Extras,” parents of children in public high schools and 1,008 public The New York Times 7 Sep 2004. high school students. 7. “Out of Money, Harlem Ballet School Closes,” The New2. Caring for Your School-Aged Child: 5-12, American York Times 17 Oct 2004. Academy of Pediatrics 1999. 8. “Some High School Students Will Pay for After-School3. Sizing Things Up: What Parents, Teachers and Students Activities,” The Oregonian 20 Jul 2004. Think About Large and Small High Schools, Public Agenda 2002, p. 43. 9. When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program,4. A Lot Easier Said Than Done: Parents Talk about Raising Mathematica Policy Research 2003. Children in Today’s America, Public Agenda 2002, p. 9. Based on a national telephone survey of 1,607 parents or guardians of children aged 5 to 17. ALL WORK AND NO PLAY? 39

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Complete Survey Results for 6th -12th Grade StudentsAll Work and No Play?Listening to What Kids and Parents Really Want from Out-of-School TimeThe following results are based on a national random sample of 609 middle and high school students. The survey was conductedby telephone from June 18-28, 2004. The margin of error is plus or minus four percentage points.Results of less than 0.5 are signified by an asterisk (*). Results of zero are signified by a dash (-). Responses may not alwaystotal 100% due to rounding. Combining answer categories may produce slight discrepancies between the numbers in thesesurvey results and numbers in the report.1. What grade in school did you just finish? 5. Which kids do you think are better off? 13% Sixth 85% Kids who participate in organized activities 13% Seventh such as a team or a club after school 17% Eighth 11% Kids who have a lot of time to themselves 19% Ninth [Freshman] after school 18% Tenth [Sophomore] 2% [VOL.] Neither 16% Eleventh [Junior] 1% Don’t know 6% Twelfth [Senior] 6. From what you know, when kids your age get into trouble,2. Which of these best describes your day-to-day schedule is it mostly because:during the school year? 46% They’re bored and have too much time on 22% It was too hectic with too many things to do their hands 3% It had too much free time 39% Their parents aren’t paying enough attention 75% It was just about right to them * Don’t know 11% They don’t know right from wrong 2% [VOL.] Something else3. If you could choose one of these as your IDEAL after-school 2% Don’t knowroutine, which would it be? 69% You come home, take it easy, do homework I am going to read you some statements. Please tell me how and spend time with friends much you agree or disagree with each one. [Q7-13] 30% You have a busy schedule with activities to do after school 7. My parents would be very upset if they knew some of 1% [VOL.] Neither the things my friends have done—do you agree or disagree? * Don’t know Is that strongly or somewhat? 36% Agree strongly4. In a typical school week, how often were you home alone 27% Agree somewhatafter school? 21% Disagree somewhat 13% Five days a week 16% Disagree strongly 16% Three to four days a week * Don’t know 36% Once or twice a week 35% Never 1% Don’t know ALL WORK AND NO PLAY? 41

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20. Did you do volunteer work? Now I want you to think about the after-school or weekend 60% Yes activity that you spent the most time doing during the past 40% No school year. [Q27-32] * Don’t know 27. Did you feel that the adults in charge really cared about21. Did you participate in an after-school program either at the kids, or did too many act like it was just a job?school or another location? Base: Participant (n=575) 52% Yes 79% Really cared 48% No 19% Just a job - Don’t know 2% Don’t know22. Did you have a part-time job? 28. Did you usually have a lot of fun, or were there too many Base: High school student (n=354) times when you were just passing time? 37% Yes Base: Participant (n=575) 63% No 85% A lot of fun - Don’t know 14% Just passing time 1% Don’t know23. Is there some other activity that I haven’t mentioned thatyou took part in after school or on weekends during the past 29. Was it easy and convenient for you to get to, or was itschool year? sometimes too much of an effort? 4% Yes Base: Participant (n=573) 93% No 79% Easy and convenient 2% [VOL.] Unstructured activity 20% Too much of an effort - Don’t know 1% Don’t know24. Typically, did your activities take place only on school 30. Did you feel that you learned a lot, or did you end up notdays, only on weekends or both? learning much?Base: Participant (n=596) Base: Participant (n=574) 18% Only on school days 86% Learned a lot 2% Only on weekends 12% Ended up not learning much 79% Both 2% Don’t know * Don’t know 31. Did you make any good friends there, or not?25. Typically, how many days a week did you participate in Base: Participant (n=576)your activities during the past school year? 92% Yes Base: Participant (n=596) 8% No 20% Every day * Don’t know 37% Almost every day 37% A couple of days a week 32. Did you feel that the other kids took it seriously and really 6% Less than that paid attention, or was there usually too much goofing off? * Don’t know Base: Participant (n=569) 59% Took it seriously26. Generally speaking, do you look forward to joining after- 35% Too much goofing offschool and weekend activities, are you reluctant to do so, or 6% Don’t knowis it somewhere in between? 38% Look forward 7% Reluctant 54% Somewhere in between 1% Don’t know ALL WORK AND NO PLAY? 43

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44. In the past school year, how often were you bored and 50. Has anything ever happened on the Internet that youhad nothing to do when you weren’t in school? know would upset your parents if they knew about it? 15% Often Base: Uses internet at home (n=502) 35% Sometimes 19% Yes 40% Hardly ever 81% No 10% Never * Don’t know - Don’t know 51. Do you have your own cell phone?45. Think about the times when you have free time just to do 41% Yeswhatever you choose. Does this usually end up being: 59% No 36% Wasted time - Don’t know 57% Productive time 5% [VOL.] I always have something to do 52. In talking with your parents on the cell phone, have you 2% Don’t know ever told them you were one place when you were really at another?46. When you meet with friends, do you usually get together Base: Has own cell phone (n=250)to do something specific, or do you usually get together to 32% Yeshang out without anything specific to do? 68% No 26% Do something specific - Don’t know 69% Hang out without anything specific to do 5% [VOL.] Both equally 53. Have you ever NOT answered your cell phone when you * Don’t know knew it was your parents calling? Base: Has own cell phone (n=250)47. In your community, where would you be sure to find the 32% Yesgreatest number of kids after school or on weekends? Would 68% Noit be: - Don’t know 44% At the mall 29% At a playground or sports field 54. Is the mall a place where you sometimes go to hang out? 13% Hanging out at a local shop or restaurant 56% Yes 8% At a community center 43% No 5% [VOL.] Something else 1% [VOL.] There is no mall 2% Don’t know - Don’t know48. How often do you see people your age using drugs or 55. Have you ever seen anything happen at the mall that youalcohol? know would upset your parents if they knew about it? 11% Every day Base: Hang out at mall (n=340) 14% Almost every day 27% Yes 28% Sometimes 73% No 19% Almost never - Don’t know 26% Never * Don’t know 56. Do you think most kids who hang out at the mall go there because they think it’s a lot of fun, or because they really49. Do you use the Internet at home to surf the Web, play don’t have anything better to do?games or chat? 37% It’s a lot of fun 82% Yes 61% They really don’t have anything better to do 17% No 1% [VOL.] Neither 1% [VOL.] No computer at home 1% Don’t know - Don’t know ALL WORK AND NO PLAY? 45

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70a. Including yourself, how many kids are there in your 74. Are you white, black or African American, Hispanic, Asian,family? or something else? 16% 1 74% White 37% 2 9% Black/African American 26% 3 12% Hispanic 22% 4 or more 2% Asian * Don’t know 1% Native American 3% Something else70. How often do you keep an eye on your younger siblings * Don’t knowwhen your parents are not home—is that something you doa lot, only once in a while, hardly ever, or don’t you have any 75. Do you get free or reduced price lunches at school?younger siblings? 27% YesBase: More than one child in family (n=439) 71% No 36% A lot 2% Don’t know 25% Only once in a while 18% Hardly ever Region 21% [VOL.] Never 19% Northeast * Don’t know 23% Midwest 35% South71. Which of these best describes your family? 23% West 38% Both of your parents work full time 20% One works full time and the other part time Urbanicity 24% One works full time and the other is mainly 21% Rural at home 52% Suburban 15% There’s only one parent at home 27% Urban 3% [VOL.] Something else * Don’t know Gender 50% Male72. Are both your parents college graduates, one, neither, 50% Femaleor are you not sure? 37% Both are 22% One is 24% Neither 16% Not sure73. How often, if ever, do you go to religious services? 14% Never 18% A few times a year 12% About once a month 17% Nearly every week 26% Every week 13% More than once a week 1% Don’t know ALL WORK AND NO PLAY? 47

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8. And which would be your ideal routine? For your child 14. Did your child participate in an organization like theto have: Scouts after school or on weekends, or not? 52% A relaxed afternoon where s/he comes home, 24% Yes takes it easy, does homework and spends time 77% No with friends - Don’t know 43% A scheduled place to go and activities to do after school 15. Did your child get regular tutoring or extra academic 4% [VOL.] Neither preparation after school or on weekends, or not? 2% Don’t know 24% Yes 76% No9. How comfortable are you leaving your child home alone * Don’t knowfor a few hours after school? Would you say it is: 16% Something you’re reluctant to do unless 16. Did your child participate in religious instruction or a there’s no choice church youth group after school or on weekends, or not? 45% Not a problem at all, your child can handle it 57% Yes 38% Something you never do 43% No * Don’t know * Don’t know10. And in a typical school week, how often is your child 17. Did your child do volunteer work after school or onhome alone after school? weekends, or not? 9% Five days a week 35% Yes 5% Three to four days a week 65% No 22% Once or twice a week * Don’t know 64% Never * Don’t know 19. Did your child have a part-time job after school or on weekends, or not?Now, I am going to ask you about the kinds of activities your Base: High school student (n=392)child does when s/he’s NOT in school—that is, after school 46% Yesand on weekends. Please think about the current school year 54% Nofrom September 2003 through June 2004. [Q11-20] - Don’t know11. Did your child participate in any kind of sports activities 18. Did your child participate in an after-school programeither after school or on weekends, or not? either at school or another location, or not? 64% Yes 38% Yes 36% No 62% No - Don’t know * Don’t know12. Did your child participate in any school clubs or extra- 20. Is there some other activity that I haven’t mentioned thatcurricular activities after school or on weekends, or not? your child took part in after school or on weekends? 53% Yes 2% Yes 47% No 93% No * Don’t know 5% [VOL.] Unstructured activity - Don’t know13. Did your child take lessons in things like music, dance orart after school or on weekends, or not? 38% Yes 62% No - Don’t know ALL WORK AND NO PLAY? 49

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31. How about things that are of high quality—do you think 36b. Now if you had to choose between [top choices in Q34bthat is very easy, somewhat easy, somewhat hard, or very and Q35b], which of these two would you pick as the besthard to find? match: 25% Very easy 27% A program that focused on teaching the value 34% Somewhat easy of hard work and commitment 25% Somewhat hard 19% A program that focused on providing extra 13% Very hard academic preparation and skills 3% Don’t know 16% A program that focused on helping other people in the community32. Other than safety, which of these do you think is the best 12% A program that focused on reinforcing yourreason for a child to be involved in organized activities and religious faithprograms when they are not in school? 12% A program that focused on teaching things 41% To develop their interests and hobbies like art, music or dance 27% To keep them busy and out of trouble 11% A program that focused on athletic activity 16% To have fun or team sports 15% To improve how well they do in school 3% Don’t know 1% [VOL.] None of these 1% Don’t know 37b. How important would it be to you to find an after-school program that provides time for your child to do homework in33. Thinking about how your child spends his/her time when a supervised setting—is that:s/he’s not in school, if you could choose, would you basically 34% Something you would go out of your way to findstick with things the way they are now, or would you want to 37% Something nice but not essentialchange things? 28% Not important to you 58% Basically stick with things the way they are now * Don’t know 41% Would want to change things 1% Don’t know [There is no Q38-41]34b. Suppose you were looking at different activities or 42. Which of these groups would you trust most to run aprograms for your child when s/he is not in school. Which of program?these three would be the best match? A program that 40% Your child’s schoolfocused on: 33% A local religious organization 48% Teaching the value of hard work and 19% A local non-profit organization, such as the Y commitment 6% Your city or town 33% Helping other people in the community * [VOL.] None of these 17% Reinforcing your religious faith 2% Don’t know 2% Don’t know 43. When it comes to deciding how your child spends his/her35b. Suppose you were looking at different activities or time when s/he’s not in school, would you say that ultimately:programs for your child when s/he is not in school. Which 42% Things mostly go according to what you andof these three would be the best match? A program that your spouse wantfocused on: 23% Things mostly go according to what your 37% Providing extra academic preparation and child wants skills 34% [VOL.] Both equally 32% Athletic activity or team sports * Don’t know 29% Teaching things like art, music or dance 2% Don’t know ALL WORK AND NO PLAY? 51

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56. Does your child use the Internet at home to surf the Web, 62. Think about the times when your child has nothing in par-play games or chat, or not? ticular to do. Do you think that this time usually ends up being: 65% Yes 45% Wasted time 34% No 39% Productive time 1% [VOL.] No computer at home 14% [VOL.] My child always has something to do - Don’t know 2% Don’t know57. And do you mostly see this as: 63. Do you think that your child is the type who might do theBase: Uses internet at home (n=649) wrong thing if s/he’s hanging out with the wrong crowd, or is 58% A good use of time where child is learning this not an issue for your child? something while having fun 31% Child might do the wrong thing if hanging 21% A harmless way to pass the time out with the wrong crowd 19% A negative and potentially risky thing to be 68% This is not an issue doing 1% Don’t know 2% Don’t know 64. Would you say your neighborhood is generally the kind of58. Does your child have his/her own cell phone, or not? place where: 26% Yes 91% It’s safe for your child to be outside and have fun 74% No 8% It’s too dangerous for your child to be outside * Don’t know 1% Don’t know59. Do you find that you give your child more freedom to 65. And would you say your neighborhood is the kind of placemove from place to place because the cell phone allows you where people really watch out for each other’s kids, or not?to check in with each other, or is this not the case for you? 81% YesBase: Has own cell phone (n=260) 17% No 62% Give child more freedom to move from place 2% Don’t know to place 39% This is not the case 66. When it comes to having enough things for elementary - Don’t know school children to do, do you think your community is doing as much as can be expected, or do you think that it could60. Is the mall a place where your child sometimes goes to realistically do much more?hang out, or not? 46% Doing as much as can be expected 11% Yes 51% Could realistically do much more 88% No 4% Don’t know 1% [VOL.] There is no mall - Don’t know 67. And how about when it comes to having enough things for TEENAGERS to do? Do you think your community is doing61. In general, which of these comes closest to your view of as much as can be expected, or do you think that it couldthe mall as a place for kids to hang out? realistically do much more? 60% It’s a place with a lot of potential for bad 22% Doing as much as can be expected things to happen 70% Could realistically do much more 19% It’s a place that’s safe but a waste of time 9% Don’t know 18% It’s a nice place where kids can be with friends and have something to do 3% Don’t know ALL WORK AND NO PLAY? 53

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Related Public Agenda PublicationsTeaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good? Supported byCommon Good. 60 pgs. Print Edition Price: $5.00. ISBN No. 1-889483-84-2. “I was eager to read a major report on disciplinein our schools being released today by…Public Agenda, one of the most interesting and useful chroniclers of opinion insideAmerican classrooms. It is both an intriguing and a disturbing document. The vast majority of teachers surveyed say they areoften treading water in a sea of adolescent misbehavior and parental mistrust.” – The Washington PostRolling Up Their Sleeves: Superintendents and Principals Talk About What’s Needed to Fix Public Schools.Supported by The Wallace Foundation. 2003. 74 pgs. Print Edition Price: $10.00. ISBN No. 1-889483-83-4. “A major new studyreleased today finds American school administrators feel red tape keeps them from raising student performance. The nationallyrecognized, non-partisan research organization Public Agenda says superintendents and principals have a number of concerns.Their biggest headaches are bureaucracy and the expense of complying with local, state and federal mandates.” – CNNStand by Me: What Teachers Really Think about Unions, Merit Pay and Other Professional Matters. Supported byThe Broad Foundation, the Thomas B. Fordham Foundation, The William and Flora Hewlett Foundation, and The Sidney J.Weinberg, Jr. Foundation. 2003. 64 pgs. Print Edition Price: $10.00. ISBN No. 1-889483-82-6. “The research group PublicAgenda consistently offers insightful studies of education, and its latest report is a winner. Stand by Me draws out teachers’views of the policies that shape their professional lives – what they think about unions, merit pay, tenure, alternative certification,standardized testing and more.” – Scripps Howard News ServiceWhere We Are Now: 12 Things You Need to Know about Public Opinion and Public Schools. Supported byWashington Mutual. 2003. 35 pgs. Print Edition Price: $5. ISBN No. 1-89483-81-8. “Drawing on 10 years’ worth of surveys,focus groups and other analyses of public opinion, Public Agenda has developed a compelling analysis of current attitudestoward the nation’s schools. Although toughened standards and high-stakes tests have drawn the bulk of policymakers’ andpress attention, Public Agenda’s findings demonstrate that education is influenced far more by classroom-level conditions.”– Cleveland Plain DealerWith Diploma in Hand: Hispanic High School Seniors Talk about their Future. The report is available through itssponsor, The National Center for Public Policy and Higher Education. 2003. “This recent pilot study found academically qualifiedLatino high school students are often detoured from higher education by low expectations from teachers, poor understandingof the college admissions procedures, lack of financial assistance and little support from adults.” – The Salt Lake TribuneA Lot Easier Said Than Done: Parents Talk about Raising Children in Todays America. Supported by State FarmInsurance Companies with additional funding from the Family Friendly Programming Forum. 2002. 54 pgs. Print EditionPrice: $10.00. ISBN No. 1-889483-79-6. “Across the board, from teaching kids self-discipline to basic manners, parents givethemselves very low grades, according to a new study from Public Agenda, a non-profit research organization. The unexpectedfindings provide a snapshot of where parents think they are falling short.” – USA TodayAggravating Circumstances: A Status Report on Rudeness in America. Supported by The Pew Charitable Trusts. 2002.60 pgs. Print Edition Price: $10. ISBN No. 1-889483-75-3. “We Americans sometimes wonder why people in other countriesdon’t always think of us as being as wonderful as we seem to think we are. Well, maybe we should start by asking ourselveswhat we really think of our fellow Americans. Well, the research group, Public Agenda, did just that.” – Charles Osgood,CBS News “The Osgood File”When Its Your Own Child: A Report on Special Education from the Families Who Use It. Supported by theAnnie E. Casey Foundation, the Progressive Policy Institute and the Thomas B. Fordham Foundation. 2002. 36 pgs. PrintEdition Price: $10.00. ISBN No. 1-889483-76-1. “The poll [by Public Agenda] suggests parents feel that while teachers care andschool personnel are qualified to deal with disabilities, school systems don’t offer special help to children unless familiesinsist… The findings could affect negotiations in Congress over rules for special education programs.” – Associated Press ALL WORK AND NO PLAY? 55